Manuscript received March 1, 2024; revised April 12, 2024; accepted May 27, 2024; published September 12, 2024
Abstract—This study investigates the factors influencing Chinese EFL learners’ continuance intention to use gamified mobile apps to learn English speaking skills in higher education contexts. It empirically integrated the Technology Acceptance Model (TAM), social motivation, and task-technology fit. Structural Equation Modelling (SEM) was adopted to evaluate and analyze the proposed research model. A survey questionnaire was used as a research instrument and 328 Chinese university students were chosen as respondents. The findings indicate that task-technology fit, social influence, and social recognition positively influence perceived ease of use. Additionally, task-technology fit, social influence, and social recognition positively influence perceived usefulness. Perceived usefulness and perceived ease of use both have a positive impact on attitude, and attitude positively influences continuance intention. The study provides valuable insights for mobile app designers to develop comprehensive and suitable functionalities as well as for English as Foreign Language (EFL) educators to integrate technology facilitating language learning.
Keywords—English speaking proficiency, continuance intention, gamified mobile apps, English as Foreign Language (EFL), higher education
Cite: Kehan Du, Maslawati BT. Mohamad, and Azizah BT. Mohd. Zahidi, "Continuance Intention to Use Gamified Mobile Apps for English Speaking Skills Learning in Chinese English as Foreign Language (EFL) Higher Education," International Journal of Information and Education Technology vol. 14, no. 9, pp. 1217-1226, 2024.